CTE For Real

I. Introduction and Organization


Welcome to the Florida Adult Education Career Pathways Toolkit. The purpose of the toolkit is to help educators and other stakeholders understand their roles in developing and delivering Adult Education Career Pathways (AECP) programs. The toolkit is divided into sections so that you can go directly to the section or sections that pertain to your specific needs.


Purpose of the Toolkit

The purpose of this toolkit is to help educators understand their role in an Adult Education Career Pathways system. This toolkit has been divided into sections so that educators can have the option of going to the section that has the most meaning or priority for them. Many may wish to read and work through the toolkit in its entirety, but the authors suggest that all readers start with section II, "Essentials of Career Pathways and Adult Education Career Pathways."


The following table lists and describes the sections.


Florida AECP Toolkit
Section Description
I. Introduction and Organization Start here for an explanation of how the toolkit is organized and a description of each section.
II. Essential of Career Pathways and Adult Education Career Pathways An explanation of how Adult Education Career Pathways (AECP) fits into the broader picture of Career Pathways and represents a systemic change rather than a program enhancement
III. Partnership Development A broad look at the stakeholders involved and possible models for connecting stakeholders
IV. Model Frameworks A look at curriculum development and the design of AECP programs including bridge programs
V. Funding for Adult Education Career Pathways The essentials of funding an AECP system
VI. Effective Advisory Committees A closer look at how business advisory committees should be structured and maintained.
VII. College and Career Readiness Focuses on the broad-based knowledge and skills needed and the common core standards
VIII. Forms and Resources A clickable list of forms and worksheets. Go here to download the items as individual files.
IX. Entire Toolkit A downloadable, printable version of the entire toolkit
X. Bibliography Resources used in developing the toolkit
XI. Index Indicates page locations of the toolkit sections and matches each section to the corresponding Florida AECP Eight Areas of Focus and OVAE 10 Components


Each section can be crosswalked with the components in OVAE's Ten Component Framework for Career Pathways and Florida AECP Model (eight key areas of focus) and have a table at the beginning of the section designating which components (OVAE and Florida) that are being highlighted in that section.

FLORIDA Table: The Florida AECP components will be designated by this table:

Florida Eight Areas of Focus
FL#1–Program Design
FL#2–Curriculum and Instruction
FL#3–Professional Development
FL#4–Student Support
FL#1: Program Design—Programs are designed to transition or "bridge" adults between basic and college-level skills, especially math, reading, and writing courses. Programs provide clear pathways for participants, regardless of their skill level at the point of entry, to advance as quickly as possible to postsecondary programs and ultimately to family-sustaining employment or advancement in their careers. Programs provide visual diagrams or "road maps" that show multiple entry and exit points and depict vertical and lateral movement within an occupation or career cluster.

FL#2: Curriculum and Instruction—Programs ensure that curriculum covers the full range of basic and work-readiness skills needed for entry into and success in postsecondary education and training and the workplace, and use a range of resources and instructional techniques that optimize both educational gains and career and college readiness. Curriculum and coursework are aligned and articulated with academic and career advancement. Instruction provides basic skills contextualized for a specific occupation or cluster of occupations within an industry or field.

FL#3: Professional Development—Teachers, counselors, and administrators need ongoing professional development to develop the skills and knowledge necessary to plan and implement an AECP system.

FL#4: Student Support—Programs provide services such as tutoring, career counseling, career exploration and planning (using Florida CHOICES or its equivalent), and access to case management, child care, transportation, financial aid, and job placement.

FL#5: Assessment—Programs use a variety of assessment tools (in addition to standardized tests used in adult education) to measure postsecondary readiness such as college placement tests, SAT, and/or ACT tests.

FL#6: Partnerships—AECP is part of a larger system and should be developed in partnership with other local educational institutions and stakeholders. Community and business partnership arrangements provide support services (e.g., childcare, transportation, case management), job shadowing, and internships. Partnerships must include the school district, college/technical center serving the region, workforce representatives, and other area education providers as determined locally.

FL#7: Marketing—Awareness of AECP is increased through targeted marketing of linkages between adult education, postsecondary, and the workforce. Strategies will inform adult learners of unique program offerings and disseminate best practices for adult education providers.

FL#8: Accountability—Programs analyze student outcomes to set baseline data and goals for increasing the number and percentage of adult students who enter postsecondary education and earn degrees, certificates, and/or industry credentials. Programs document, evaluate, and improve student and program outcomes on a continuing basis.

OVAE Graphic: OVAE's Ten Component Framework for Career Pathways will be designated by this graphic:

OVAE 10 Component Framework
OVAE#1–Legislation and Policies
OVAE#3–Professional Development
OVAE#4–Accountability and Evaluation Systems
OVAE#5–College and Career Readiness Standards
OVAE#6–Course Sequences
OVAE#7–Credit Transfer Agreements
OVAE#8–Guidance Counseling and Academic Advisement
OVAE#9–Teaching and Learning Strategies
OVAE#10–Technical Skills Assessments
  1. LEGISLATION AND POLICIES: Federal, state, and local legislation or administrative policies promote POS development and implementation.

  2. PARTNERSHIPS: Ongoing relationships among education, business, and other community stakeholders are central to POS design, implementation, and maintenance.

  3. PROFESSIONAL DEVELOPMENT: Sustained, intensive, and focused opportunities for administrators, teachers, and faculty foster POS design, implementation, and maintenance.

  4. ACCOUNTABILITY AND EVALUATION SYSTEMS: Systems and strategies to gather quantitative and qualitative data on both POS components and student outcomes are crucial for ongoing efforts to develop and implement POS.

  5. COLLEGE AND CAREER READINESS STANDARDS: Content standards that define what students are expected to know and be able to do to enter and advance in college and/or their careers comprise the foundation of a POS.

  6. COURSE SEQUENCES: Non-duplicative sequences of secondary and postsecondary courses within a POS ensure that students transition to postsecondary education without duplicating classes or requiring remedial coursework.

  7. CREDIT TRANSFER AGREEMENTS: Credit transfer agreements provide opportunities for secondary students to be awarded transcripted postsecondary credit, supported with formal agreements among secondary and postsecondary education systems.

  8. GUIDANCE COUNSELING AND ACADEMIC ADVISEMENT: Guidance counseling and academic advisement help students to make informed decisions about which POS to pursue.

  9. TEACHING AND LEARNING STRATEGIES: Innovative and creative instructional approaches enable teachers to integrate academic and technical instruction and students to apply academic and technical learning in their POS coursework.

  10. TECHNICAL SKILLS ASSESSMENTS: National, state, and/or local assessments provide ongoing information on the extent to which students are attaining the necessary knowledge and skills for entry into and advancement in postsecondary education and careers in their chosen POS.

Florida Toolkit Sections Florida AECP Eight Areas of Focus OVAE 10 Components
Introduction and Organization    
Essentials of Career Pathways and Adult Education Career Pathways FL#1-Program Design OVAE#6-Course Sequences
OVAE#1-Legislation and Policies
Partnership Development FL#6-Partnerships OVAE#2-Partnerships
Model Frameworks FL#1-Program Design
FL#2-Curriculum and Instruction
OVAE#6-Course Sequences
OVAE#7-Credit Transfer Agreements
Funding for Adult Education Career Pathways   OVAE#1-Legislation and Policies
Effective Advisory Committees FL#6-Partnerships OVAE#2-Partnerships
College and Career Readiness FL#2-Curriculum and Instruction OVAE#5-College and Career Readiness Standards
Student Services (pending 2012) FL#4-Student Support OVAE#8-Guidance Counseling and Academic Advisement
Forms and Resources    
Pending - Forthcoming
Professional Development
Phase 3 - 2013
FL#3-Professional Development OVAE#3-Professional Development
Assessment - Phase 3 - 2013 FL#5-Assessment OVAE#10-Technical Skills Assessments
Accountability FL#8-Accountability OVAE#4-Accountability and Evaluation Systems
Teaching and Learning FL#2-Curriculum and Instruction OVAE#9-Teaching and Learning Strategies
Marketing - Phase 4 - 2014 FL#7-Marketing  


Good luck in your endeavors in the Career Pathways arena!